Montessori educational method and safety requirements compliant toys

ABSTRACT

Toys that comply with at least American Society for Testing and Materials educational and safety standards are provided. Embodiments include grasping toys, rattle toys, rolling drum toys, shape fitting toys, and hex with ball toys.

CROSS-REFERENCE TO RELATED APPLICATIONS

This application is a continuation of International Patent ApplicationNo. PCT/US2020/034414, filed May 22, 2020, which claims prioritypursuant to U.S.C § 119(e) to U.S. Provisional Patent Application No.62/851,545, filed May 22, 2019, the disclosures of both of which arehereby incorporated by reference in their entireties for all purposes.

TECHNICAL FIELD

Embodiments of the present invention generally relate to toys, and morespecifically to children's interactive, educational toys that complywith the Montessori method and various safety test requirements asprovided by various agencies such as United States Consumer ProductSafety Commission (“CPSC”), American Society for Testing and Materials(“ASTM”), etc.

BACKGROUND OF THE INVENTION

The Montessori Method of education, developed by Dr. Maria Montessori,is a child-centered educational approach based on scientificobservations of children from birth to adulthood. Montessori's educationmethod called for free activity within a “prepared environment,” meaningan educational environment tailored to basic human characteristics, tothe specific characteristics of children at different ages, and to theindividual personalities of each child. The function of the environmentis to help and allow the child to develop independence in all areasaccording to his or her inner psychological directives. To this end,Montessori's method of education focuses on self-directed activity,hands-on learning, and collaborative play. In addition to offeringaccess to the Montessori materials appropriate to the age of thechildren, the environment generally exhibits the followingcharacteristics: 1) An arrangement that facilitates movement andactivity; 2) Beauty and harmony, cleanliness of environment; 3)Construction in proportion to the child and her/his needs; 4) Limitationof materials, so that only material that supports the child'sdevelopment is included; and 5) Order.

For children aged 0-3 years, toys, to a big extent determine the worldaround them, are a powerful means of development, up-bringing andeducation. One major challenge with toys in general is keeping childreninterested in playing with the toy for more than a short period of time.Montessori school toys are designed to help children develop respect forothers and the environment, self-esteem and self-confidence,self-discipline, coordination, independence, social skills, emotionalgrowth, and cognitive preparation. To this end, Montessori toys aredesigned to be interactive, educational, and comply with thecharacteristics listed above. The Montessori toys are designed in amanner that allows the children to actively use their imagination andlearn while playing with the toys.

For children aged 0-3 the toys not only need to comply with thecharacteristics listed above but also need to be safe for children touse. However, currently the available Montessori toys fail to do sosince they do not conform with the CPSC or ASTM safety requirements. Thefact that kids aged 0-3 may get severely injured from toys that are notsafe is obvious. For example, if the toys are made using unsafematerials, they may break while the kids are playing with them or thekids may bite the toy and ingest unsafe materials, etc. Such unsafe toysmay not just have an effect on the kids' physical health but since toysare such an integral part of such kids' life, especially in a Montessorischool setting, the unsafe toys may also erode the kids' trust inthemselves and their world; confidence in their emerging abilities;gross motor coordination, fine motor skills, and language skills; andindependence in daily tasks.

Accordingly, it is advantageous to have toys that provide both aninteractive, educational environment and also comply with the Montessorimethod and safety requirements as provided by various agencies.

SUMMARY OF THE INVENTION

Provided herein are embodiments of interactive, educational toys thatcomply with the Montessori method and safety requirements as provided byvarious agencies such as CPSC, ASTM, etc. These toys may be referred toherein as Montessori toys.

In some embodiments, the present disclosure may include a grasping toythat complies with at least American Society for Testing and Materialseducational and safety standards, comprising: a ring shape wooden bodyhaving an inside opening, wherein a wood grain runs along a length ofthe body; the body has rounded edge; and wherein a width and the lengthof the grasping toy is each sized larger than an opening of arattle-test fixture so that the grasping toy does not pass through theopening of the rattle-test fixture.

In some embodiments, the present disclosure may include a rattle toythat complies with at least American Society for Testing and Materialseducational and safety standards, comprising: an elongated cylindricalwooden dowel; a globe shape wooden bead having a first through openingsized to receive the elongated cylindrical dowel; a ring shape woodenbody having an inside opening, wherein a first side of the body includesa second through opening, a second side of the body opposite the firstside, the second side includes an indent; and wherein in an assembledstate the elongated cylindrical dowel goes through the second throughopening, the first through opening and rests in the indent, and suchthat the bead freely moves, and wherein a width rattle toy is sizedlarger than an opening of a rattle-test fixture so that the rattle toydoes not pass through the opening of the rattle-test fixture.

In some embodiments, the present disclosure may include a grasping toythat complies with at least American Society for Testing and Materialseducational and safety standards, comprising: two end cylinders, eachhaving an end cap; one or more center cylinders positioned in-betweenthe two end cylinders, wherein the two end cylinders and the one or morecenter cylinders and connected using a string; and wherein the end caphas a diameter larger than an opening of a rattle-test fixture so thatthe grasping toy does not pass through the opening of the rattle-testfixture.

In some embodiments, the present disclosure may include another rattletoy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: a cube shapewooden body having an interior space, wherein the body is made of asingle piece of solid wood and includes a lid attached to the body usingone or more pins inserted into corresponding openings located on the lidand the body; and a ball sized to be securely located in the insidespace and to move freely in the interior space.

In some embodiments, the present disclosure may include another rattletoy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: two end lids,wherein each end lid includes a plurality of slots located on aninterior surface of the end lid and the plurality of slots are sized toreceive a plurality of flat walls; a plurality of pins sized to fit intoa plurality of openings located on a rim of each end lid to secure theplurality of flat walls; and a rattle located and freely move within aninterior space formed by the plurality of flat walls.

In some embodiments, the present disclosure may include a rolling drumtoy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: two end lids,wherein each end lid includes a plurality of slots sized to receive aplurality of dowels; a plurality of pins sized to fit into a pluralityof openings located on a rim of each end lid to secure the plurality ofdowels; and a plurality of balls located and freely move within aninterior space formed by the plurality of dowels.

In some embodiments, the present disclosure may include another rollingdrum toy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: two end lids,wherein each end lid includes three discs, wherein a first and seconddiscs each includes a plurality of slots sized to receive a plurality ofdowels, wherein an end of each dowel flushes with an outer surface ofthe second disc, and wherein each dowel includes at least one notch fitover at least one of the first and second discs; a third disc isattached to an outer surface of the second disc; a plurality of ballslocated and freely move within an interior space formed by the pluralityof dowels.

In some embodiments, the present disclosure may include a shape fittingtoy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: a set piece anda basket sized to removably fit into the set piece; and wherein the setpiece includes a base and a body.

In some embodiments, the present disclosure may include a hex with balltoy that complies with at least American Society for Testing andMaterials educational and safety standards, comprising: a body havingone or more protrusions and a first center opening; a dowel; a lidhaving a second center opening and a base having a third opening,wherein the second and third center openings are sized to fitly receivethe dowel; and wherein the dowel is capable of moving axially within thefirst center, and the body is capable of spinning about the dowel.

This summary and the following detailed description are merelyexemplary, illustrative, and explanatory, and are not intended to limit,but to provide further explanation of the invention as claimed.Additional features and advantages of the invention will be set forth inthe descriptions that follow, and in part will be apparent from thedescription, or may be learned by practice of the invention. Theobjectives and other advantages of the invention will be realized andattained by the structure particularly pointed out in the writtendescription, claims and the appended drawings.

BRIEF DESCRIPTION OF THE DRAWINGS

The present invention may be better understood by referring to thefollowing figures. The components in the figures are not necessarily toscale. Emphasis instead being placed upon illustrating the principles ofthe disclosure. In the figures, reference numerals designatecorresponding parts throughout the different views.

FIG. 1A illustrates a perspective view of a Level 1 Montessori toy,according to some embodiments of the present invention.

FIG. 1B illustrates a top view of a Level 1 Montessori toy, according tosome embodiments of the present invention.

FIG. 1C illustrates a side view of a Level 1 Montessori toy, accordingto some embodiments of the present invention.

FIG. 1D illustrates an old design of a Level 1 Montessori toy.

FIG. 1E illustrates a perspective view of a Level 1 Montessori toy,according to some embodiments of the present invention.

FIG. 2A illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 2B illustrates a top view of a Level 2 Montessori toy, according tosome embodiments of the present invention.

FIG. 2C illustrates a front view of a Level 2 Montessori toy, accordingto some embodiments of the present invention.

FIG. 2D illustrates a top view of a Level 2 Montessori toy, according tosome embodiments of the present invention.

FIG. 3A illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 3B illustrates a side view of a Level 2 Montessori toy, accordingto some embodiments of the present invention.

FIG. 3C illustrates a side view of a component of a Level 2 Montessoritoy, according to some embodiments of the present invention.

FIG. 3D illustrates an end view of a Level 2 Montessori toy, accordingto some embodiments of the present invention.

FIG. 3E illustrates an old design of a Level 2 Montessori toy.

FIG. 3F illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 4A illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 4B illustrates an exploded view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 4C illustrates a top view of a Level 2 Montessori toy, according tosome embodiments of the present invention.

FIG. 4D illustrates a side view of various components of a Level 2Montessori toy, according to some embodiments of the present invention.

FIG. 4E illustrates a side view of a component of a Level 2 Montessoritoy, according to some embodiments of the present invention.

FIG. 5A illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 5B illustrates an exploded view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 5C illustrates an exploded view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 5D illustrates a side view of a Level 2 Montessori toy, accordingto some embodiments of the present invention.

FIGS. 5E and 5F illustrate end views of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 6A illustrates a perspective view of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIG. 6B illustrates an exploded view of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIG. 6C illustrates a side view of a component of a Level 3 Montessoritoy, according to some embodiments of the present invention.

FIG. 6D illustrates a top view of a Level 3 Montessori toy, according tosome embodiments of the present invention.

FIG. 6E illustrates a side view of a Level 3 Montessori toy, accordingto some embodiments of the present invention.

FIG. 6F illustrates an exploded view of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIGS. 6G-6J illustrate perspective views of a Level 3 Montessori toybeing assembled, according to some embodiments of the present invention

FIG. 6K illustrate end views of a Level 3 Montessori toy, according tosome embodiments of the present invention.

FIG. 6L illustrates a side view of a Level 3 Montessori toy, accordingto some embodiments of the present invention.

FIG. 6M illustrates a side view of a component of a Level 3 Montessoritoy, according to some embodiments of the present invention.

FIG. 7A illustrates a perspective view of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIG. 7B illustrates an exploded view of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIGS. 7C and 7F illustrate side views of a component of a Level 3Montessori toy, according to some embodiments of the present invention.

FIGS. 7D, 7E, and 7G illustrate side views of a Level 3 Montessori toy,according to some embodiments of the present invention.

FIG. 8A illustrates a perspective view of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIGS. 8B-8D illustrate exploded views of a Level 2 Montessori toy,according to some embodiments of the present invention.

FIG. 8E illustrates a top view of a Level 2 Montessori toy, according tosome embodiments of the present invention.

FIG. 8F illustrates a side view of a component of a Level 2 Montessoritoy, according to some embodiments of the present invention.

FIG. 8G illustrates a side view of a Level 2 Montessori toy, accordingto some embodiments of the present invention.

DETAILED DESCRIPTION

The following disclosure describes various embodiments of the presentinvention and method of use in at least one of its preferred, best modeembodiment, which is further defined in detail in the followingdescription. Those having ordinary skill in the art may be able to makealterations and modifications to what is described herein withoutdeparting from its spirit and scope. While this invention is susceptibleto different embodiments in different forms, there is shown in thedrawings and will herein be described in detail a preferred embodimentof the invention with the understanding that the present disclosure isto be considered as an exemplification of the principles of theinvention and is not intended to limit the broad aspect of the inventionto the embodiment illustrated. All features, elements, components,functions, and steps described with respect to any embodiment providedherein are intended to be freely combinable and substitutable with thosefrom any other embodiment unless otherwise stated. Therefore, it shouldbe understood that what is illustrated is set forth only for thepurposes of example and should not be taken as a limitation on the scopeof the present invention.

In the following description and in the figures, like elements areidentified with like reference numerals. The use of “e.g.,” “etc.,” and“or” indicates non-exclusive alternatives without limitation, unlessotherwise noted. The use of “including” or “includes” means “including,but not limited to,” or “includes, but not limited to,” unless otherwisenoted.

As used herein, the term “and/or” placed between a first entity and asecond entity means one of (1) the first entity, (2) the second entity,and (3) the first entity and the second entity. Multiple entities listedwith “and/or” should be construed in the same manner, i.e., “one ormore” of the entities so conjoined. Other entities may optionally bepresent other than the entities specifically identified by the “and/or”clause, whether related or unrelated to those entities specificallyidentified. Thus, as a non-limiting example, a reference to “A and/orB,” when used in conjunction with open-ended language such as“comprising” can refer, in one embodiment, to A only (optionallyincluding entities other than B); in another embodiment, to B only(optionally including entities other than A); in yet another embodiment,to both A and B (optionally including other entities). These entitiesmay refer to elements, actions, structures, steps, operations, values,and the like.

Currently, Montessori toys are being manufactured by companies, such asHeutink USA, Kid Advance, Montessori Outlet, Juliana Group, MVita,Leader Joy, and Alison's Montessori. Montessori toys supplied by thesecompanies have tiny fine print on the back of the toys' packaging withlabels warnings that states phrases such as “not safe for children under3” and “suitable for 3 years+.” This is unsettling because these labelmarkings are written on the packaging of toys that are all listed in theinfant/toddler (implying children aged 0-3 years) sections of theirwebsites and are based on the recommendations from the AssociationMontessori Internationale (“AMI”) 0-3 teacher's training manual.Currently, there are none or just a few safety compliant Montessori toysfor 0-3-year-olds that have passed safety testing in the traditionalwooden materials. There is no company that has a full, safety compliantMontessori toy curriculum for 0-3-year-olds. In fact, only 4% of toys inthe US have passed safety testing for children between 0-3 years old,and most of those toys are plastic and plush. Most toys fail to complywith the safety requirements not so much because of their chemicalstructure but because they do not pass the physical and/or mechanicaltests.

After working for months and experimenting with various shapes and sizesof the toys, the current invention was developed. For example, asdescribed in detail below, the rattles were particularly hard todevelop. There are very few rattles on the market that aredevelopmentally appropriate and small enough for the hands of childrenaged 0-3 years. The rattles recommended in the AMI teacher's trainingmanual could not pass the safety tests. Accordingly, completely newrattles were designed that conformed with the highest safety andeducational value standards. The invented designs were then submitted tocontract manufacturers. The manufacturers' work product was thensubjected to informal physical and/or mechanical safety testing, such asdrop tests, compression tests, tension tests, small parts testing,rattle test, and/or fixture test at the inventor's lab. Most testedproducts still failed as they were still mostly constructed like thetoys manufactured by Montessori toy suppliers listed above.Subsequently, all the toys of the present disclosure were completelyredesigned again until they passed the safety tests.

After a long and arduous experimentation and redesign process, MontiKids reached out to the best toy testing safety lab in the country:Bureau Veritas with headquarters are in Buffalo, N.Y. where Fisher Pricewas founded. Fisher Price first started as a wooden toy company andeventually moved to plastic due to physical and/or mechanical safetytesting challenges. After visiting Bureau Veritas with all the samplesof the toys, Bureau Veritas advised the inventors to manufacture theirtoys in plastic. However, the inventors were determined to manufacturethe toys in wood according to the Montessori educational standards whilecomplying with the safety requirements as provided by various agenciessuch as CPSC, ASTM, etc. After the arduous redesign process, theinventors became experts in the safety standards, virtually memorizingall the relevant regulations. The inventors then set up their ownphysical and/or mechanical safety testing site. The inventors woulddesign the toys, model it in cardboard, then build it in wood, and thenperform the physical and/or mechanical safety tests. This process wasrepeated multiple times for each toy and the results, such as what sizesand weights posed the biggest risk in each design, which type of woodwould work best, which direction the wood grain had to flow, and whichunique internal construction would work best for each design, wererecorded. Subsequently, the inventors found two new contractmanufacturers who had more experience building safe toys and submittedtheir new designs to the new contract manufacturers. Despite being toldby others to test in China in order to reduce testing costs, theinventors tested their toys in Bureau Veritas office in Buffalo so thatthe inventors could closely follow the process, discuss any failings orconcerns with Bureau Veritas, and continue to learn from them in theprocess. Some of the toys passed the safety tests and for those that didnot, the inventors continued the redesign process till the bestiteration for the toy was achieved. This long and arduousexperimentation and redesign process has resulted in the inventors'company being the only company that carries a full line of Montessoritoys that are safe for children aged 0-3 years. The safety tests thatthe toys had to pass vary toy by toy. The two hardest safety tests topass were 16 CFR 1500 & ASTM F963-11. Especially, because, when thingsbroke, they often violated the small part requirement of 16 CFR 1501.However, eventually, the inventors after multiple experiments manage todesign toys, described below, which pass the relevant safety tests asdescribed by various agencies such as CPSC, ASTM (F963-11 and otherrelevant testing standards), etc. Additionally, the inventors alsodeveloped a new and useful methods of classifying various toys describedbelow.

Further, even after designing toys based on the aforementioned tests,some additional revisions needed to be made to make the toys compliantwith European (EN71) and other countries' safety tests. Accordingly, thetoys described in PCT/US18/18544 application, which and the documents itclaims priority to are incorporated herein in its entirety by reference,were modified.

The toys of the present invention and disclosure are now described indetail.

FIGS. 1A-1E illustrate a Level 1 Montessori toy 100, which may be calledthe Grasping Toy. The Grasping Toy 100 is based on a child's need tograsp different sizes, shapes, and textures with one hand or two hands.In some embodiments, the Grasping Toy 100 may weigh 0.58 oz. with anerror correction of 0.15 oz. The weight may be more or less as well.

In some embodiments, the Grasping Toy 100 may have a substantially ovalring shape body 101 and an inside opening 102. In some embodiments, theGrasping Toy 100 may have a different shape. In some embodiments, thewood grain direction may run along the length of the Grasping Toy 100,as illustrated in FIGS. 1A and 1B. In some embodiments, the interior 120of the body 101 of the Grasping Toy 100 may be sanded smooth. In someembodiments, the exterior 130 of the body 101 of the Grasping Toy 100may be sanded smooth, and the edges 110 may be rounded. In someembodiments, the Grasping Toy 100 may be made of one piece of solid hardwood. In some embodiments, the Grasping Toy 100 may be made of solidbeech hard wood. In some embodiments, the Grasping Toy 100 may be madeof any other safety test compliant material.

In some embodiments, the dimensions of the Grasping Toy 100 are asspecified in the exemplary illustrations in FIGS. 1B and 1C. FIG. 1Bshows an exemplary top view and FIG. 1C shows an exemplary side view ofthe Grasping Toy 100. For example, the Grasping Toy 100 may have a bodywidth of 11 mm. an overall outside length of 68 mm, overall outsidewidth of 52 mm, inside length of 46 mm, inside width of 30 mm, and athickness of 16 mm. In other embodiments, the dimensions and weight ofthe Grasping Toy 100 may be different to that described in FIGS. 1B and1C.

In some embodiments, a food safe finish may be applied to the GraspingToy 100. As illustrated in FIG. 1D, a previous design 180 of theGrasping Toy passed the US standards but not the European, Australian,New Zealand and Canada safety standards. Particularly, the previousdesign 180 of the Grasping Toy passed through the rattle-test fixture190, i.e., through the opening 192. In other words, per certain European(and/or other countries') safety standards, a toy that passes throughthe rattle-test fixture is not safety compliant. As illustrated in FIG.1E, in some embodiments, the Grasping Toy 100 does not pass through therattle-test fixture 190, i.e., through the opening 192, thus meeting theEuropean, Australian, New Zealand and Canada safety standards. Thedimensions of the rattle-test fixture may be as required by therespective country's safety requirements. The Grasping Toy 100 wassuccessfully tested for DIN EN 71-1&2, AS/NZS 8124-1&2, SOR/2011-17,etc.

FIGS. 2A-2D illustrate various views of a Level 2 Montessori toy 200called the Square Rattle, according to exemplary embodiments of thepresent disclosure. An old design did not have a two-security system,i.e., if the attachment mechanism, such as glue, that held the partstogether failed, the bead would become loose, which is an issue becauseit can be a choke hazard. In some embodiments, the Square Rattle 200 mayhave a casing 210 and at least one elongated cylindrical dowel 220 andat least one bead 230. The casing 210 may be made of one solid woodpiece. In some embodiments, the Square Rattle 200 may have asubstantially square ring shape casing 210 and an inside opening 212. Insome embodiments, the Square Rattle 200 may have a different shape. Insome embodiments, the bead 230 may have a globe shape. In someembodiments, the bead 230 may a different shape.

The casing 210 may include a through opening (or hole) 222 on one of itsside and sized to receive the dowel 220. The casing 210 may include anindent opening (or not-through hole) 224 on the opposite side and sizedto receive the dowel 220. The bead 230 may include a through opening 232sized to receive the dowel 220. The opening 232 may go through thecenter of the bead 230. When assembled, the dowel 220 goes through theopening 222 and the opening 232, and rests in the indent 224. Theopening 232 and the diameter of the dowel 220 may be sized so that thebead 230 may move freely when assembled. The opening 222 andcorresponding indent 224 may be located at any spot on the casing 210.However, it is preferred that the opening 222 and corresponding indent224 be located such that when assembled, the bead 230 does not contactwith any inside wall of the casing 210. The dowel 220 may be attached tothe casing using any attachment mechanisms, such as glue, snaps, etc. Insome embodiments, there may be no attachment mechanism and it may justbe based on the fit of the dowel 220 and casing 210. In someembodiments, the attachment mechanism may be dependent on fitting of thevarious parts and glue.

In some embodiments, the casing may have rounded edges. All parts of theSquare Rattle 200 may be sanded smooth. In some embodiments, the bead230 may be red in color. In some embodiments, the red color may bePantone #38C-2035C. In some embodiments, the bead 230 may be of adifferent color or a combination of colors.

In some embodiments, the dimensions of the Square Rattle 200 may be asdescribed in exemplary embodiment illustrated in FIGS. 2C-2D. Forexample, the Square Rattle 200 may have an equal overall outside widthof 65 mm, an inside width of 45 mm, a width of the casing of 10 mm, anda thickness of 15 mm. In other embodiments, the dimensions may bedifferent.

The Square Rattle 200 may be light, have a bead 230 that moves freelywithin the Square Rattle 200, may have thin casing 210 and/or dowel 210that facilitate grasping, and/or be aesthetically pleasing. In someembodiments, the Square Rattle 200 may not have any small part fixtures,may not go through a rattle-test fixture, and/or may be durable to passthe various safety, such as not being a choke hazard, and educationalrequirements.

In some embodiments, the bead 230 may have a two-security system thatprevents it from coming loose easily. The attachment mechanism, such asglue, and the casing 210 act as the two-security system. The SquareRattle 200 was successfully tested for DIN EN 71-1&2, AS/NZS 8124-1&2,SOR/2011-17, etc.

FIGS. 3A-3F illustrate various views of a Level 2 Montessori toy 300called the Grasping Cylinders, according to exemplary embodiments of thepresent disclosure. The AMI teacher's training manual, for childrenbetween the age of 0-3 years, has a toy called Grasping Beads. However,the Grasping Beads failed the safety tests especially because thestrings were susceptible to breaking thereby exposing the unsecuredbeads to children between the age of 0-3 years. However, even afterstrengthening the string and ensuring that it stays intact, a child aged0-3 years can swallow one of the beads of the string and choke. Theprimary purpose of the Grasping Bead is to provide the children with agrasping challenge because the child has to work to maintain his graspof the beads as the string moves in his hands. In some embodiments, theGrasping Cylinders 300 may meet the objective of increasing thechildren's grasping motor skills and increasing their grip strength byusing cylinders 310 and 320, instead of beads, that do not violate the“small ball” safety rule, which essentially discourages using balls ofsmall sizes that the children aged 0-3 years old can swallow.

In some embodiments, the Grasping Cylinders 300 may include two endcylinders 320 and one or more cylinders 310 located in-between the twoend cylinders 320. The cylinders 310 and 320 may be connected using astring 330. Each cylinder may include a center opening (hole) 322 (seeFIG. 3D) size to receive a string 330.

In some embodiments, each cylinder 310 and 320 may be large enough thateven if the string 330 connecting them broke, the cylinder 310 and 320would still not pose a choking hazard because of its size therebyavoiding the “small parts” and/or “small ball” violation. In someembodiments, the number of cylinders 310 and 320 may vary. In someembodiments, the end cylinders 320 may have a cap 325 that could be ofany shape and size that is larger than the diameter of the cylinder 310and 320.

In some embodiments, the size and dimensions of the Grasping Cylinders300 and its components may be as described in FIGS. 3B-3D. For example,cylinder 310 may have a length of 36 mm, cylinder 320 may have a lengthof 36 mm including cap 325. In some embodiments, the cap 325 may have awidth of 9 mm. In some embodiments, the cylinder 310 and 320 may have adiameter of 25 mm, and the cap 325 may have a diameter of 37 mm. In someembodiments, the dimensions may be different.

In some embodiments, the string 330 may form knots 334 in-between thecylinders and at the two ends. In some embodiments, the knots 334 may beglued to make sure that the cylinders 310 and 320 do not detach. Forexample, the knots 334 may itself be glued or contain glue, or the knotslocated at the end holes 336 may be glued to the end holes.

As illustrated in FIG. 3E, a previous design 380 of the GraspingCylinders passed through a rattle-test fixture 390, i.e., throughopening (hole) 392. As illustrated in FIG. 3F, in some embodiments, theGrasping Cylinders 300 does not pass through the rattle-test fixture390, i.e., through opening (hole) 392. In these embodiments, the cap 325has a diameter larger than the diameter of the opening 392. The GraspingCylinders 300 was successfully tested for DIN EN 71-1&2, AS/NZS8124-1&2, SOR/2011-17, etc.

FIGS. 4A-4E illustrate various views of a Level 2 Montessori toy 400called the Cube Rattle, according to exemplary embodiments of thepresent disclosure. The AMI teacher's training manual, for childrenbetween the age of 0-3 years, has a rattle toy. However, the toy hasunsafe parts and bell. In some embodiments, the Cube Rattle 400 mayadvantageously have a wooden body 420 and wooden ball 410 located in aninterior space 402. The interior space 402 and the ball 410 are sized sothat the ball 410 may move freely in the interior space 402. The CubeRattle 400 may have a lid 440 that is advantageously secured to the body420 by inserting pins 430 into corresponding openings (holes) 450 in thelid 440 and openings (holes) 452 in the body 420. In some embodiments,the pins 430 may be glued within the openings 450 and 452. In someembodiments, the body 420 is made of one single piece of solid wood. Insome embodiments, the lid 440 and each side of the body 420 may includean opening 460 sized smaller than the ball 410.

In some embodiments, the components of the Cube Rattle (except the ball)may be all a single piece. In some embodiments, the ball 410 may be madeof any other safety test compliant material.

In some embodiments, the ball 410 may be replaced with a safe rattlelike that of the rattle 530 described in the Cylinder Rattle below.

In some embodiments, the ball 410 may have dimensions as described inexemplary embodiment illustrated in FIG. 4C, for example 2 mm indiameter. In some embodiments, the dimensions of the Cube Rattle 400 maybe as described in exemplary embodiment illustrated in FIGS. 4D and 4E.For example, the body 420 may have equal sides of 40 mm, pin 430 mayhave a cylinder shape with diameter of 4 mm and length of 18.2 mm, andthe body 420 may have a thickness of 6 mm. In some embodiments, thedimensions of the Cube Rattle 400 and its components may be different.

The interior edges of the Cube Rattle 400 may be sanded. The exterioredges of the Cube Rattle 400 may be rounded. The body 420 and allcomponents may be smooth and has no splinter. The Cube Rattle 400 wassuccessfully tested for DIN EN 71-1&2, AS/NZS 8124-1&2, SOR/2011-17,etc.

FIGS. 5A-5F illustrate various views of a Level 2 Montessori toy 500called the Cylinder Rattle, according to exemplary embodiments of thepresent disclosure. The AMI teacher's training manual, for childrenbetween the age of 0-3 years, depicts a rattle toy. However, the olddesign did not have a two-security system, i.e., if the attachmentmechanism, such as glue, that held the parts together failed, the rattlewould become loose, which is an issue because it can be a choke hazard.The Cylinder Rattle 500 may comprise of end caps or lids 540, aplurality number of walls 510, and corresponding number of slots 542located on the inside surface of lids 540. The slots 542 are sized toreceive the walls 510. The Cylinder Rattle 500 may also comprise aplurality number of pins 520, and corresponding number of openings(holes) 544 located on rim 546 of the lid 540. The openings 544 aresized to receive the pins 520, such that the pins 520 may secure thewalls 510 with the lids 540. In some embodiments, the walls 510 mayinclude holes aligned with the openings 544 to receive the pins 520. Insome embodiments, the openings 554 and the holes in the walls 510 may bemade (e.g., drilled) after the walls 510 have been assembled with thelids 540. In some embodiments, the lids 540 may comprise opening (holes)548.

The Cylinder Rattle 500 may also comprise at least one rattle 530, eachsized larger than holes 548. The rattle 530 may be manufacturedseparately in order to avoid any lead content. In some embodiments, thewalls 510 may be colored with any color that meets the education and/orsafety test requirements to provide visual simulation for the children.

In some embodiments, the dimensions of the Cylinder Rattle 500 may be asdescribed in exemplary embodiments illustrated in FIGS. 5D-5F. Forexample, the lid 540 may have a diameter of 68 mm and thickness of 12mm. The wall 510 may have a width of 25.5 mm, length of 55 mm, andthickness of 6 mm. The slot 542 may have a depth of 9 mm (to receive thewall 510). Pin 520 may have diameter of 4 mm. The walls 510 may bepositioned to have a distance from one to another at 13.5 mm. In someembodiments, the dimensions of the Cylinder Rattle 500 and itscomponents may be different.

The Cylinder Rattle 500 may be light, have a rattle 530 that is seizedto move freely within the space inside the walls 510. The CylinderRattle 500 may have thin walls 510 and/or lids 540 that facilitategrasping, and/or be aesthetically pleasing.

In some embodiments, the Cylinder Rattle 500 may not have any small partfixtures, may not go through a rattle-test fixture, and/or may bedurable to pass the various safety, such as not being a choke hazard,and educational requirements.

The rattle 530 may have a two-security system that prevents it fromcoming loose easily. The attachment mechanism, such as glue, and thepins 520 act as the two-security system. The Cylinder Rattle 500 mayalso pass various physical and mechanical tests. The Cylinder Rattle 500was successfully tested for DIN EN 71-1&2, AS/NZS 8124-1&2, SOR/2011-17,ASTM F963-17, 16CFR 1500.44, etc.

FIGS. 6A-6M illustrate various views of a Level 3 Montessori toy 600called the Rolling Drum, according to exemplary embodiments of thepresent invention. A more basic version is described in the AMIteacher's training manual for children aged 0-3 years. In someembodiments, the Rolling Drum 600 differs from that described in the AMIteacher's training manual in at least that the Rolling Drum 600 isadvantageously made out of wood or a different wood and contained moreballs 640, which increases safety and the educational value for thechildren.

The Rolling Drum 600 shown in FIGS. 6A to 6E may include two end lids(or discs) 610 on each end, a plurality of dowels 630, and correspondingnumber of slots 612 located on the inside surface of lids 610. The slots612 are sized to receive the dowels. The Rolling Drum 600 may alsocomprise a plurality number of pins 620, and corresponding number ofopenings (holes) 614 located on rim 616 of the lid 610. The openings 614are sized to receive the pins 620, such that the pins 620 may secure thedowels 630 with the lids 610. The Rolling Drum 600 may also comprise aplurality of balls 640 located in an interior space created by thedowels 630 and lids 610.

In some embodiments, the dimensions of the Rolling Drum 600 and itscomponents may be as described in 6C, 6D, and 6E. For example, a ball640 may have a diameter of 32 mm. The lid 610 may have a diameter of 102mm and thickness of 23 mm. The dowel 630 may have a diameter of 10 mm.There may be up to 7 dowels 630 such that the distance between thedowels are 25.3 mm. Slots 612 may have a depth of 15.5 mm. The pin 610may have a diameter of 4 mm.

In some embodiments, the Rolling Drum 650 may be as described in FIGS.6F-6N. The Rolling Drum 650 may advantageously have a two joint systemthat may lock/attach the various components together. Any otherattachment mechanisms may also be used to lock/attach the variouscomponents together. The Rolling Drum 650 may have a plurality of dowels660, that get attached to the lids 670. The dowels 660 may have notches680 that fit into the lids 670 through slots 672. The dowels 660 may beattached to the lids 670 using any other attachment mechanisms as well.The lids may be made of any material that complies with the safety andeducational requirements of various countries. In some embodiments, thelids may be made of plywood. The lids 670 may include a plurality oflayers.

In some embodiments, there may be three layers (or discs) on each side.The dowels 660 may be capable of passing through the lids 670. Once atleast one disc of lid 670 may be passed through the dowels 660 via slots672, as illustrated in FIG. 6G, it may be locked in place by pushing thelid 670 and/or the dowel 660 in a direction 690 that facilitates thedisc's placement in the notches 680, as illustrated in FIG. 6H. Thenotches 680 may be capable of housing one or more discs of lid 670. Asillustrated in FIG. 6I, a second disc may be attached, where the seconddisc passes through the dowels 660 through slots 672. In someembodiments, the surface of the second disc may flush with the ends ofthe dowels 660. As illustrated in FIG. 6J, a third disc may be attached.The third disc may be attached to the second disc using glue, or anyother attachment mechanisms. The various discs may also be attached toeach other and/or the dowels using any attachment mechanisms describedherein, such as glue.

The dimensions of various components of the Rolling Drum 650 may be asdescribed in FIGS. 6K-6M. For example, the first and second lids mayhave thickness of 9 mm, and the third lid may have a thickness of 5 mm.The dowel may have a length of 126 mm and each notch 680 may have adistance of 9 mm from the end of the dowel and have a length of 9 mm. Insome embodiments, the Rolling Drums 600 and/or 650 may not have anysmall part fixtures, may not go through a rattle-test fixture, and/ormay be durable to pass the various safety, such as not being a chokehazard, and educational requirements. The balls may have a two-securitysystem that prevents them from coming loose easily. The attachmentmechanism, such as glue, and the dowels 630 act as the two-securitysystem. The Rolling Drums 600 and/or 650 also successfully passedvarious physical and mechanical tests, for example, DIN EN 71-1&2,AS/NZS 8124-1&2, SOR/2011-17, ASTM F963-17, 16CFR 1500.44, etc.

FIGS. 7A-7F illustrate various views of a Level 3 Montessori toy 700called the Shape Fitting, according to exemplary embodiments of thepresent invention. The AMI teacher's training manual, for childrenbetween the age of 0-3 years, describes a basic toy that does not passedthe safety tests and have other disadvantages. In some embodiments, theShape Fitting 700 may be or have two cuboidal elements: the basket 710and set piece 720. The set piece 710 may be one piece or may have a base730 and a body 715, which may be glued together. The set piece 720 mayremovably fit within the basket 710. The set piece 720 may include aslope 722 for each edge of the set piece 720. In some embodiments, theShape Fitting 700 can have a shape of a ball and a cup or any othershapes.

As shown in FIG. 7G, in some embodiments, the Cube Rattle 400 may alsofit into the basket 710.

In some embodiments, Shape Fitting 700 may have dimensions asillustrated in FIGS. 7C-7G. For example, the set piece 720 may have anoverall width of 53 mm, with the slope 722 having a width of 6 mm. TheShape Fitting pieces may be made of one or more pieces of wood. TheShape Fitting 700 successfully passed various physical and mechanicaltests, for example, DIN EN 71-1&2, AS/NZS 8124-1&2, SOR/2011-17, ASTMF963-17, 16CFR 1500.44, etc.

FIGS. 8A-8G illustrate various views of a Level 2 Montessori toy 800called the Hex with Balls, according to exemplary embodiments of thepresent invention. The AMI teacher's training manual, for childrenbetween the age of 0-3 years, has a basic toy called “sphere withballs.” However, due to manufacturability and safety test issues, asimilar toy is unfeasible. The sphere with balls had small ballsattached on with string. This is a safety concern as the knots coulduntie leaving the child exposed to a hazardous small ball. In someembodiments, the Hex with Balls 800 may have multiple components, suchas the dowel 820, a lid 810, a base 850, a pin 840, and a body 830. Thebody 830 may have protrusions 870 that may resemble any shape thatfacilitate grasping by a human. In some embodiments they may look likeballs. The dowel 820 may pass through the lid 810, body 830, and thebase 850. The pin 840 may pass through the dowel 820, through opening(hole) 822, to secure the base 850 on the dowel.

In some embodiments, one or more component may be capable of moving. Forexample, the dowel 820 may be capable of moving in the directionillustrated in FIG. 8G, such as by 6 mm distance, and/or the body 830may be capable of spinning about the dowel 820.

In some embodiments, the dimensions of the Hex with Balls 800 may be asdescribed in exemplary embodiments illustrated in FIGS. 8E-8G. Forexample, the dowel may have a length of 60.8 mm. The dowel may include ahead 824 having a diameter larger the diameter of the dowel 820. Thebody may include a center opening (hole) having a diameter larger thediameter of the dowel 820. The lid 810 and base 850 may each include anopening 852 sized to fitly receive the dowel 820.

In some embodiments, the Hex with Balls 800 may not have any small partfixtures, may not go through a rattle-test fixture, and/or may bedurable to pass the various safety, such as not being a choke hazard,and educational requirements. It may also pass various physical andmechanical tests. In some embodiments, the Hex with Balls 800 may becapable of being mass produced and/or easy to assemble. The Hex withBalls 800 successfully passed various physical and mechanical tests, forexample, DIN EN 71-1&2, AS/NZS 8124-1&2, SOR/2011-17, ASTM F963-17,16CFR 1500.44, etc., to ensure compliance with safety and educationalstandards.

As described above, various dimensions have been specified in exemplaryembodiments. This disclosure is not limited to such dimensions and anydimensions that may still ensure educational and safety compliance asdescribed herein may be used for the various components of the varioustoys described herein. Further, various components are not limited tothe shapes, sizes, colors, and/or materials as described herein. Anyshapes, sizes, colors, and/or materials that may still ensureeducational and safety compliance as described herein may be used forthe various components of the various toys described herein. The weightsof the toys described herein may be according to the user's needs whilecomplying with the safety and educational testing requirements describedherein. Further, any attachment mechanism, such as glue, tight fit,zippers, buttons, snaps, nails, hooks, etc., may be used to secure thecomponents of each toy together or with other toys. Finally, varioussurfaces, sides, and features of various components of the toysdescribed herein are per how a person skilled in the art would construethose characteristics unless otherwise specified.

1-2. (canceled)
 3. A rattle toy that complies with at least AmericanSociety for Testing and Materials educational and safety standards,comprising: an elongated cylindrical wooden dowel; a globe shape woodenbead having a first through opening sized to receive the elongatedcylindrical dowel; a ring shape wooden body having an inside opening,wherein a first side of the body includes a second through opening, asecond side of the body opposite the first side, the second sideincludes an indent; and wherein in an assembled state the elongatedcylindrical dowel goes through the second through opening, the firstthrough opening and rests in the indent, and such that the bead freelymoves, and wherein a width rattle toy is sized larger than an opening ofa rattle-test fixture so that the rattle toy does not pass through theopening of the rattle-test fixture.
 4. The rattle toy of claim 3,wherein the body is made of one piece of solid wood.
 5. A grasping toythat complies with at least American Society for Testing and Materialseducational and safety standards, comprising: two end cylinders, eachhaving an end cap; one or more center cylinders positioned in-betweenthe two end cylinders, wherein the two end cylinders and the one or morecenter cylinders and connected using a string; and wherein the end caphas a diameter larger than an opening of a rattle-test fixture so thatthe grasping toy does not pass through the opening of the rattle-testfixture.
 6. The grasping toy of claim 5, wherein the string forms a knotin-between the cylinders.
 7. A rattle toy that complies with at leastAmerican Society for Testing and Materials educational and safetystandards, comprising: a cube shape wooden body having an interiorspace, wherein the body is made of a single piece of solid wood andincludes a lid attached to the body using one or more pins inserted intocorresponding openings located on the lid and the body; and a ball sizedto be securely located in the inside space and to move freely in theinterior space.
 8. The rattle toy of claim 7, wherein the lid and eachside of the body include an opening sized smaller than the ball. 9-13.(canceled)